QCF315 Literature Studies
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | QCF315 |
|---|---|
| Prerequisite(s): | QCF212. QCF212 may be studied in the same teaching period as QCF315. |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
Unit Outline: 13 Week Teaching Period - 1 2020, Kelvin Grove, Internal
| Unit code: | QCF315 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | QCF212. QCF212 may be studied in the same teaching period as QCF315. |
| Coordinators: | Kylie Butler | kylie.butler@qut.edu.au |
Overview
This unit continues to develop your knowledge, understanding and skills in listening, speaking, reading, viewing, designing and writing. It moves beyond Academic English 1 & 2 while remaining consistent in recognising the need for you as an English language learner to become a competent user of written and spoken English as required in tertiary studies. By providing opportunities for you to enjoy language, this unit empowers you as a functional, purposeful, creative and critical language user who understands how texts can convey and transform personal and cultural perspectives.
Learning Outcomes
On successful completion of this unit you will be able to:
- Create and analyse perspectives and representations of concepts, identities, times and places. (CLO1, CLO2, CLO3)
- Make use of and analyse the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to take up positions. (CLO1, CLO5)
- Understand and use aesthetic features and stylistic devices to achieve purposes and analyse their effects in texts. (CLO1, CLO3)
- Make language choices for particular purposes and contexts. (CLO3, CLO6)
- Understand the ways purpose, cultural context and social situation shape meanings in texts. (CLO5)
Content
In this unit you will respond to and create texts that show how language and culture are interrelated and expressed in a range of socio-cultural contexts. A variety of literary and non-literary texts will be used to develop an understanding of and ability to use text structures and language features across a range of contexts including academic learning. The focus will be on:
- Understanding texts
- Language and textual analysis
- Responding to and creating texts
Learning Approaches
NOTE: Based on the requirement to move this unit to On-line for this teaching period, some modifications to below have been made.
This unit creates a supportive learning environment in which you can develop the skills and strategies needed to express, interpret and communicate complex information and ideas. Such a learning environment encourages you to take risks with your language production which in turn contributes to successful language acquisition. In this environment, the increasing complexity of challenge is accompanied by high levels of support. You will experiment with different modes and mediums to create new texts and understand the power of language to represent ideas events and people. You will participate in learning activities that extend and refine your repertoire of skills and practices by establishing and articulating views through creative response and argument. These approaches move you towards increasing independence as you need to accept responsibility for your own learning.
Feedback on Learning and Assessment
In this unit, you are acknowledged as the owner of your own learning. As such, you will learn to evaluate your own work and identify ways to make improvements. You will also gain experience in evaluating the work of others and in so doing gain an understanding of how learners can be instructional resources for each other.
Some feedback techniques used in this unit include:
- Self-evaluation checklists
- Teacher modelling of language
- Revision and editing techniques
- Teacher and student consultations
Assessment
Overview
Assessment in this unit provides you with opportunities to demonstrate your achievement of the unit's learning objectives. The lower stakes weekly tests provide feedback which will contribute to your knowledge and skills needed to complete further assessment items in this unit. Overall, assessment covers a wide range of texts and works towards your continued development as language learners and users.
Assignment Submission and Extensions()
Assessment items submitted after the due date without an approved extension will not be marked and will receive a grade of 1 or 0%. If special circumstances prevent you from meeting the assessment due date, you can apply for an extension http://www.student.qut.edu.au/studying/assessment/extension. If you don't have an approved extension you should submit the work you have done by the due date and it will be marked against the assessment criteria. QUT's assessment submission requirements reflect the expectations of professional practice where you will need to meet deadlines.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Portfolio
Throughout the semester, you will complete a series of tasks which provide opportunities for you to reflect on and demonstrate your understanding and appreciation of the texts introduced.
Assessment: Presentation (oral)
Macmillan publishers need your help. They are conducting action research with diverse student groups. Your class has been chosen to recommend a variety of texts (e.g. poems, visuals, articles, short stories, videos on your chosen topic and justify their inclusion in a textbook for International students studying a Foundation program in Australia.
You will explain how it relates to your chosen topic, describe what it means, discuss 3 of its textual features and offer 3 reasons why that text should be chosen for inclusion in the textbook (3/4 minutes). Your presentation should incorporate strategies for persuasive argument, as studied in this unit.
Assessment: Online Examination (written)
You will create an 800-1000 word critique of a short story. Your response should show how the parts of the story contribute to the whole. You will consider how elements such as the context, setting, characters, plot, literary devices, plot structure and theme are used by the author to convey the message to the intended audience. You will discuss the author's use of 3 of these elements.
Assessment: Analytical Essay
You will write an analytical essay in which you analyse two texts on a similar topic. You will provide a brief summary of the main ideas presented in each text. You will then compare and contrast the position taken by each text. Finally, you will conclude with a comment about the overall effectiveness of each text. The essay structure that you are required to follow will be provided in class.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Risk Assessment Statement
There are no out of the ordinary risks associated with this unit.
Unit Outline: 13 Week Teaching Period - 2 2020, Kelvin Grove, Internal
| Unit code: | QCF315 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | QCF212. QCF212 may be studied in the same teaching period as QCF315. |
| Coordinators: | Elizabeth Lemon | e.lemon@qut.edu.au Jessica Croft | j5.croft@qut.edu.au |
Overview
This unit continues to develop your knowledge, understanding and skills in listening, speaking, reading, viewing, designing and writing. It moves beyond Academic English 1 & 2 while remaining consistent in recognising the need for you as an English language learner to become a competent user of written and spoken English as required in tertiary studies. By providing opportunities for you to enjoy language, this unit empowers you as a functional, purposeful, creative and critical language user who understands how texts can convey and transform personal and cultural perspectives.
Learning Outcomes
On successful completion of this unit you will be able to:
- Create and analyse perspectives and representations of concepts, identities, times and places. (CLO1, CLO2, CLO3)
- Make use of and analyse the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to take up positions. (CLO1, CLO5)
- Understand and use aesthetic features and stylistic devices to achieve purposes and analyse their effects in texts. (CLO1, CLO3)
- Make language choices for particular purposes and contexts. (CLO3, CLO6)
- Understand the ways purpose, cultural context and social situation shape meanings in texts. (CLO5)
Content
In this unit you will respond to and create texts that show how language and culture are interrelated and expressed in a range of socio-cultural contexts. A variety of literary and non-literary texts will be used to develop an understanding of and ability to use text structures and language features across a range of contexts including academic learning. The focus will be on:
- Understanding texts
- Language and textual analysis
- Responding to and creating texts
Learning Approaches
This unit creates a supportive learning environment in which you can develop the skills and strategies needed to express, interpret and communicate complex information and ideas. Such a learning environment encourages you to take risks with your language production which in turn contributes to successful language acquisition. In this environment, the increasing complexity of challenge is accompanied by high levels of support. You will experiment with different modes and mediums to create new texts and understand the power of language to represent ideas events and people. You will participate in learning activities that extend and refine your repertoire of skills and practices by establishing and articulating views through creative response and argument. These approaches move you towards increasing independence as you need to accept responsibility for your own learning.
Feedback on Learning and Assessment
In this unit, you are acknowledged as the owner of your own learning. As such, you will learn to evaluate your own work and identify ways to make improvements. You will also gain experience in evaluating the work of others and in so doing gain an understanding of how learners can be instructional resources for each other.
Some feedback techniques used in this unit include:
- Self-evaluation checklists
- Teacher modelling of language
- Revision and editing techniques
- Teacher and student consultations
Assessment
Overview
Assessment in this unit provides you with opportunities to demonstrate your achievement of the unit's learning objectives. The lower stakes weekly tests provide feedback which will contribute to your knowledge and skills needed to complete further assessment items in this unit. Overall, assessment covers a wide range of texts and works towards your continued development as language learners and users.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Portfolio
Throughout the semester, you will complete a series of tasks which provide opportunities for you to reflect on and demonstrate your understanding and appreciation of the texts introduced.
Assessment: Analytical Essay
You will write an analytical essay in which you analyse two texts on a similar topic. You will provide a brief summary of the main ideas presented in each text. You will then compare and contrast the position taken by each text. Finally, you will conclude with a comment about the overall effectiveness of each text. The essay structure that you are required to follow will be provided in class.
Assessment: Presentation
Macmillan publishers need your help. They are conducting action research with diverse student groups. Your class has been chosen to recommend a variety of texts (e.g. poems, visuals, articles, short stories, videos on your chosen topic and justify their inclusion in a textbook for International students studying a Foundation program in Australia.
You will explain how it relates to your chosen topic, describe what it means, discuss 3 of its textual features and offer 3 reasons why that text should be chosen for inclusion in the textbook. Your presentation should incorporate strategies for persuasive argument, as studied in this unit.
Assessment: Examination
You will create an 800-1000 word critique of a short story. Your response should show how the parts of the story contribute to the whole. You will consider how elements such as the context, setting, characters, plot structure and theme are used by the author to convey the message to the intended audience. You will discuss the author's use of 3 of these elements. You will also highlight the author's use of literary devices to convey meaning.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
There is no set text for this unit. All learning resources will be available to you via the unit's Blackboard site.
Risk Assessment Statement
There are no out of the ordinary risks associated with this unit.
Unit Outline: 13 Week Teaching Period - 3 2020, Kelvin Grove, Internal
| Unit code: | QCF315 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | QCF212. QCF212 may be studied in the same teaching period as QCF315. |
| Coordinators: | Kylie Butler | kylie.butler@qut.edu.au |
Overview
This unit continues to develop your knowledge, understanding and skills in listening, speaking, reading, viewing, designing and writing. It moves beyond Academic English 1 & 2 while remaining consistent in recognising the need for you as an English language learner to become a competent user of written and spoken English as required in tertiary studies. By providing opportunities for you to enjoy language, this unit empowers you as a functional, purposeful, creative and critical language user who understands how texts can convey and transform personal and cultural perspectives.
Learning Outcomes
On successful completion of this unit you will be able to:
- Create and analyse perspectives and representations of concepts, identities, times and places. (CLO1, CLO2, CLO3)
- Make use of and analyse the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to take up positions. (CLO1, CLO5)
- Understand and use aesthetic features and stylistic devices to achieve purposes and analyse their effects in texts. (CLO1, CLO3)
- Make language choices for particular purposes and contexts. (CLO3, CLO6)
- Understand the ways purpose, cultural context and social situation shape meanings in texts. (CLO5)
Content
In this unit you will respond to and create texts that show how language and culture are interrelated and expressed in a range of socio-cultural contexts. A variety of literary and non-literary texts will be used to develop an understanding of and ability to use text structures and language features across a range of contexts including academic learning. The focus will be on:
- Understanding texts
- Language and textual analysis
- Responding to and creating texts
Learning Approaches
This unit creates a supportive learning environment in which you can develop the skills and strategies needed to express, interpret and communicate complex information and ideas. Such a learning environment encourages you to take risks with your language production which in turn contributes to successful language acquisition. In this environment, the increasing complexity of challenge is accompanied by high levels of support. You will experiment with different modes and mediums to create new texts and understand the power of language to represent ideas events and people. You will participate in learning activities that extend and refine your repertoire of skills and practices by establishing and articulating views through creative response and argument. These approaches move you towards increasing independence as you need to accept responsibility for your own learning.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the semester which may include:
- Informal: worked examples, such as verbal feedback in class, personal consultation
- Formal: in writing, such as checklists, rubrics, written commentary
- Direct: to individual students, either in written form or in consultation
- Indirect: to the whole class
Assessment
Overview
Assessment in this unit provides you with opportunities to demonstrate your achievement of the unit's learning objectives. The lower stakes weekly tests provide feedback which will contribute to your knowledge and skills needed to complete further assessment items in this unit. Overall, assessment covers a wide range of texts and works towards your continued development as language learners and users.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Portfolio
Throughout the semester, you will complete a series of tasks which provide opportunities for you to reflect on and demonstrate your understanding and appreciation of the texts introduced.
Assessment: Analytical Essay
You will write an analytical essay in which you analyse two texts on a similar topic. The essay structure that you are required to follow will be provided in class.
Assessment: Presentation
You will be presented with a scenario and asked to recommend texts related to a theme. You will describe and discuss a variety of textual features. Your presentation should incorporate strategies for persuasive argument, as studied in this unit.
Assessment: Examination
You will write a 800-1000 word critique of a short story.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
There is no set text for this unit. All learning resources will be available to you via the unit's Blackboard site.
Risk Assessment Statement
There are no out of the ordinary risks associated with this unit.
Unit Outline: 6 Week Teaching Period - 6 2020, Kelvin Grove, Internal
| Unit code: | QCF315 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | QCF212. QCF212 may be studied in the same teaching period as QCF315. |
| Coordinator: | Jessica Croft | j5.croft@qut.edu.au |
Overview
This unit continues to develop your knowledge, understanding and skills in listening, speaking, reading, viewing, designing and writing. It moves beyond Academic English 1 & 2 while remaining consistent in recognising the need for you as an English language learner to become a competent user of written and spoken English as required in tertiary studies. By providing opportunities for you to enjoy language, this unit empowers you as a functional, purposeful, creative and critical language user who understands how texts can convey and transform personal and cultural perspectives.
Learning Outcomes
On successful completion of this unit you will be able to:
- Create and analyse perspectives and representations of concepts, identities, times and places. (CLO1, CLO2, CLO3)
- Make use of and analyse the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to take up positions. (CLO1, CLO5)
- Understand and use aesthetic features and stylistic devices to achieve purposes and analyse their effects in texts. (CLO1, CLO3)
- Make language choices for particular purposes and contexts. (CLO3, CLO6)
- Understand the ways purpose, cultural context and social situation shape meanings in texts. (CLO5)
Content
- Understanding texts
- Language and textual analysis
- Responding to and creating texts
Learning Approaches
This unit creates a supportive learning environment in which you can develop the skills and strategies needed to express, interpret and communicate complex information and ideas. Such a learning environment encourages you to take risks with your language production which in turn contributes to successful language acquisition. In this environment, the increasing complexity of challenge is accompanied by high levels of support. You will experiment with different modes and mediums to create new texts and understand the power of language to represent ideas events and people. You will participate in learning activities that extend and refine your repertoire of skills and practices by establishing and articulating views through creative response and argument. These approaches move you towards increasing independence as you need to accept responsibility for your own learning.
Feedback on Learning and Assessment
In this unit, you are acknowledged as the owner of your own learning. As such, you will learn to evaluate your own work and identify ways to make improvements. You will also gain experience in evaluating the work of others and in so doing gain an understanding of how learners can be instructional resources for each other.
Some feedback techniques used in this unit include:
- Self-evaluation checklists
- Teacher modelling of language
- Revision and editing techniques
- Teacher and student consultations
Assessment
Overview
Assessment in this unit provides you with opportunities to demonstrate your achievement of the unit's learning objectives. The lower stakes weekly tests provide feedback which will contribute to your knowledge and skills needed to complete further assessment items in this unit. Overall, assessment covers a wide range of texts and works towards your continued development as language learners and users.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Portfolio
Throughout the semester, you will complete a series of in class tasks which provide opportunities for you to reflect on and demonstrate your understanding and appreciation of the texts introduced in class. These tasks will occur in the first 5 weeks of semester.
Assessment: Examination (written)
Under exam conditions, you will create an 800-1000 word critique of a short story provided to you. Your response should show how the parts of the story contribute to the whole. You will consider how elements such as the context, setting, characters, plot, literary devices, plot structure and theme are used by the author to convey the message to the intended audience. You will discuss the author's use of 3 of these elements.
Assessment: Presentation
You have been asked to recommend a text (e.g. poem, visual, article, short story, video) on a topic explored in this unit and justify its inclusion in a textbook for students studying a Foundation program in Australia. You should present your text in a multi-modal presentation. You should explain how your recommended text relates to the topic, describe what it means., discuss 3 of its textual features and offer 3 reasons why that text should be chosen for inclusion in the textbook (3-4 minutes). Your presentation should incorporate strategies for persuasive argument, as studied in this unit.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Risk Assessment Statement
There are no out of the ordinary risks associated with this unit.